PubMed · 6554319
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B Reynolds. 1983. Interview: Bill Reynolds.. https://pubmed.ncbi.nlm.nih.gov/6554319/
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Essay writing has recently emerged as an important tool in the appraisal of nursing students at pre- and post-registration level. However, despite its popularity, this activity seems to be somewhat taken for granted. Undoubtedly some nursing students find the transition to essay writing in Higher Education difficult. They seem unaware of assessment procedures, the importance of feedback and more importantly the individual sub-processes which go to make up the process of writing itself. Consequently, the essay is seen as a task and not as an opportunity for learning. This paper is aimed at pre- and post-registration nursing students and their teachers. The paper seeks to reveal some of the research evidence around essay writing. Under the heading of research, four areas are explored. These include the context of essay writing; writing itself; essay planning and finally perspectives on essay writing. The implications of this research are then examined under the separate headings of assessment procedures and the nature of teachers' feedback comments. ... The Essay then, is not a routine exercise, a chore for the student to write, a chore for the professor to read. It is, if properly approached by both parties, education in the truest sense. (Harris & McDougall 1958, p viii)
The paper shows a program concerning the review of the assistance practice in a Health Unit at the target region of the School-Service Integration Project between the College of Nursing at Ribeirão Preto/University of São Paulo and São Paulo city. The majority of the health workers took part in the program which was developed in 8 meetings where they analysed their own working practice and elaborated several proposals aiming at changing it. The greatest merit of this program was to allow the establishment of a collective and participative process of discussion and reflection.
The present study aimed at searching patterns of human responses and diagnoses categories identified by 16 undergraduate nursing students in 22 patients with cardiac alterations admitted in a School Hospital. 77 Nursing Diagnoses (ND) were found, 72.7% in the pattern of EXCHANGING, 7.7% in the pattern of MOVING, 6.4% in the pattern of FEELING and 2.5% in the pattern of RELATING. The predominant diagnoses categories were: knowledge deficit (9%), decreased cardiac output (7.7%), fluid volume excess (6.4%), altered nutrition less than body requirements (6.4%) and high risk for infection (5.1%).